ED 345 Calvin College Lesson Planning Form

Teacher:
Ms. Dean
form governments?

Date: 4/20/16

Subject/ Topic/ Theme: Why do people

I. Objectives
What is the main focus of this lesson?
Students experience why people form governments
How does this lesson tie in to a unit plan? (If applicable.)
2nd lesson of civics unit- how do citizens live together in a community?
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
*I can statement: I can use a scenario to help understand why we have a government.
Students will be able to:
Experience why a government is a helpful entity in our community.
2C1.0.1Explainwhypeopleformgovernments
2C3.0.2Useexamplestodescribehowlocalgovernmentaffectsthelivesofitscitizens
2C3.0.3Identifyservicescommonlyprovidedbylocalgovernments(e.g.police,firedepartments,schools,libraries,parks)
CCSS.SL.2.1Participateincollaborativeconversationswithdiversepartnersaboutgrade2topicsandtextswithpeersandadults.

II. Before you start

Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students have had experience working in small groups

Ticket out the door, Why would you form a government?

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Students experience a situation where
there is order or where there is chaos
Options for Language/Symbols
Students see and hear the scenario

Options for Comprehension

Students experience the effects of
having a government vs. not having a
government

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Students are given role cards,
and are asked to discuss what
happened during the scenario
Options for Expression
Students are given the
opportunity to discuss or
write why they personally
would create a government

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Candy reward, scenario

Options for Executive Function

Making connections between
experiences and learning
goals

Options for Self Regulation

Role cards and debriefing

Options for Sustaining Effort &

Persistence
Candy reward, role cards

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
5
Motivatio
min
n
(Opening/
Introducti
on/
Engageme
nt)

Role cards
Scenario sheet
Typical classroom setup

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Today, we are going to play a game to help us understand why people form
governments. We are going to do this by trying to solve a problem. Some of us are
going to have specific roles, or jobs to play, while others of us will not have a role or
a job to play.
We are going to split up into two groups to solve this problem, and the group that is
able to solve the problem will get a piece of candy.
Listen carefully! Read sheet to kids.
Tell the students what the expectations are, and how they are going to play their
roles.
Group 1, meet here, group 2 meet there.
Class is split into two groups (think carefully about those groups!) one that has roles,
and one without roles.
Show sheet that orients the two, and start the timer for the transition.

Developm
ent
10
min
.

Students may read the scenario again, and are given about 10 minutes to do their
best to work on the problem. Teachers float, but cannot give real suggestion except
for attempting to diffuse conflict.
The group that does not have roles is intended to fail, or do poorly.
Start a timer for students to work on this if needed.
After time is up, meet the students back on the rug. Ask if it was fair to give a
reward of candy.
Take a few comments asking about how the scenario worked. Was there any
fighting? Were there issues? Did you feel like you could solve the problem?
Our government works to keep people safe, make laws, and provide services. People
form governments because they need help solving problems.
Lets think of ways our government helps us by keeping us safe, making laws, and
providing services.

10
min

Take 3-4 answers, making sure there is an answer for each.

Add as an anchor chart underneath mural from previous lesson.

5
min

Closure

Complete ticket out the door: Why would you form a government?
Expectation: You cannot write, in case there is a zombie apocalypse.
Distribute candy to every child.

Your reflection on the lesson including ideas for improvement for next time:
The students had a lot of fun with this assignment! It is super important to express to them that the
government does not actually deal with zombies, and that we are just pretending. The debriefing from
this assignment is also incredibly important, because the group who was not able to be a part of the
government will not have had as much of a meaningful experience out of the activity. If possible, I would
love to have a second lesson and scenario to switch parts. It was also helpful that we have two teachers
in the classroom to guide each of the groups, making sure they reach the goal they were intended. In our
class, we decided not to even mention candy, because we predicted many of the students would end up
in tears before making the connections of our scenario to the government.